II.
Bassett, D., & Kochhar-Bryant, C. (2006). Strategies for aligning
standards-based education and transition. Focus on Exceptional Children, 39(2),
pp. 1-19.
III.
Ryan, J.B., Hughes, E.M., Katsiyannis, A., McDaniel, M., and Sprinkle, C.
(2011). Research-Based educational practices for students with autism spectrum
disorders. TEACHING Exceptional Children, 43(3), 56-64.
Gracejoy Hauser EEX6759 Professional Reflection 1 June 4, 2011
Chapter 1:Understanding the Transition from School to Adulthood
Student Personal Profile Questionnaire- use at the beginning of school year. Purpose is to create an accurate profile of the student. Collect and share information across service providers for effective communication.
5 Characteristics of Recommended Transition Practices- use for consistency to design a transition plan.
Implementing positive behavior supports to address behavior challenges- it is important to understand the purpose of students’ behavior and develop positive behavior support plans.
Matching the IEP to a vision for the future- adolescents need to identify skills that will result in meeting the vision that the person and his/her family have for adulthood.
Capitalizing on Inclusive Experiences- provides students the opportunity to observe, learn, and practice social skills with peers who do not have disabilities.
Providing a Variety of Community-Based Job and Life Experiences- because of generalization difficulties, it is important to teach students in the environment in which they will use the skills-in real settings outside the classroom such as internships, work-study situations, part or full time work, or volunteering.
Coordinating a smooth transition to new resources and service providers in the community- connect persons with autism and his/her support system to all of the resources available to adults with disabilities.
Chapter 4: Meeting Transition Goals Through Inclusion Strategies to Support Successful Inclusion
Fostering Open Communication Among Team Members- create a Weekly Independence and Interaction Checklist to give to general educators. Shared with special educator to develop strategies for increasing independence and peer interaction.
Considering Other Environmental Issues- For the next school year, I will look for ways to provide space for movement for those who have difficulty paying attention for long periods of time. (ie. Rocking chair, taped off area for pacing, send student on an errand). I will also utilize our school’s Sensory Room more.
Article 1: Test, D.W., Richter, S.M., White, J., Mazzotti, V., Walker, A.R., Kohler, P., & Kortering. (2009). Evidence-Based Practices in Secondary Transition. Career Development for Exceptional Individuals, 32(2), 115-128 Having read the results of a literature review conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research, two out of the thirty-two practices that will be helpful for my fifth grade students as they plan for middle school are:
Teaching parents and families about transition
Level of Evidence: A moderate level of evidence based on 1 high-quality group experimental study) Current Evidence: Boone (1992) Equipping parents and families about transitioning to middle school will provide a strong foundation for the goals that the student would need to ultimately achieve when they become adults.
Involving students in Individualized Education Program (IEP) meetings
Level of Evidence: A moderate level of evidenced based on 1 acceptable-quality systematic literature review of 16 studies. Current Evidence: Test, Mason, Hughes, Konrad, Neale, & Wood (2004). I believe that involving students in their IEP meetings and in the creation of their goals as early as possible can begin them on the path of self-determination. It will also give them a sense of responsibility for the direction of their learning as they transition to middle school where more independence will be required of them.
Article 2:
Bassett, D., & Kochhar-Bryant, C. (2006). Strategies for aligning standards-based education and transition. Focus on Exceptional Children, 39(2), pp. 1-19
As this school year closes and as I think about how to more effectively direct my classes next year, Steven Covey (2004), author of best-selling book, ‘The Seven Habits of Highly Effective People,’ reminded me to “Begin with the end in mind.” This is useful because when I apply the statement to transition, the IEP team, along with the student can conduct a careful backward design and planning process with the specific eye on the final outcome- postsecondary goal.
I would also like to focus on the four most fundamental skills or knowledge that students can generalize in a variety of adult situations:
1. The ability to assess themselves, including their skills and abilities, and needs associated with their disability; 2. Awareness of the accommodations they need; 3. Knowledge of their legal rights to these accommodations; 4. Self-advocacy skills necessary to express their needs in educational, work, and community settings. Honing on these skills is useful because students who take responsibility for planning their transitions and are engaged in self-determination activities early in secondary school have been shown to take more responsibility for their lives after school (Levine, Marder. & Wagner, 2004) Article 3: Ryan, J.B., Hughes, E.M., Katsiyannis, A., McDaniel, M., and Sprinkle, C. (2011). Research-Based educational practices for students with autism spectrum disorders. TEACHING Exceptional Children, 43(3), 56-64.
Social Stories (Gray & Garand, 1993) is an evidence-based intervention that I would like to keep using and start adding to the few that I have in my classroom. Social Stories are personalized stories that systematically describe a situation, skill, or concept in terms of relevant social cues, perspectives, and common responses, modeling and providing a socially accepted behavior option. Time requirement: Time requirements vary per story; approximately 5-10 min prior to difficult situation. Increased levels of: Prosocial behaviors For ages: Approximately 2-12 years. I find that these stories are very useful to my ASD students as I prepare them for situations that they have difficulty with. When presented with a specific social story, they tend to react more appropriately to the situation described.
Treatment and Education of Autistic and Communication related handicapped Children (TEACCH; Schopler & Reichler, 1971) This is an intervention that would be useful to explore and possibly implement in my resource classroom for 4th & 5th graders because it supports task completion by providing explicit instruction and visual supports in a purposefully structured environment. Time requirement: Up to 25 hours per week (during the school day) TEACCH is composed of four critical, structured teaching components: (a) physical structure and organization of the work space, (b) schedules indicating details about the required task, (c) work systems depicting detailed expectations of the individual during the task, and (d) task organization explicitly describing the learning task.
Chapter 1 and Chapter 4
Articles:
I.
Test, D.W., Richter, S.M., White, J., Mazzotti, V., Walker, A.R., Kohler, P., &
Kortering. (2009). Evidence-Based Practices in Secondary Transition. Career
Development for Exceptional Individuals, 32(2), 115-128.
Evidence-Based Practices in Secondary Transition
II.
Bassett, D., & Kochhar-Bryant, C. (2006). Strategies for aligning
standards-based education and transition. Focus on Exceptional Children, 39(2),
pp. 1-19.
Strategies for Aligning Standards-Based Education and Transition
III.
Ryan, J.B., Hughes, E.M., Katsiyannis, A., McDaniel, M., and Sprinkle, C.
(2011). Research-Based educational practices for students with autism spectrum
disorders. TEACHING Exceptional Children, 43(3), 56-64.
Gracejoy Hauser EEX6759
Professional Reflection 1 June 4, 2011
Chapter 1: Understanding the Transition from School to Adulthood
- Implementing positive behavior supports to address behavior challenges- it is important to understand the purpose of students’ behavior and develop positive behavior support plans.
- Matching the IEP to a vision for the future- adolescents need to identify skills that will result in meeting the vision that the person and his/her family have for adulthood.
- Capitalizing on Inclusive Experiences- provides students the opportunity to observe, learn, and practice social skills with peers who do not have disabilities.
- Providing a Variety of Community-Based Job and Life Experiences- because of generalization difficulties, it is important to teach students in the environment in which they will use the skills-in real settings outside the classroom such as internships, work-study situations, part or full time work, or volunteering.
- Coordinating a smooth transition to new resources and service providers in the community- connect persons with autism and his/her support system to all of the resources available to adults with disabilities.
Chapter 4: Meeting Transition Goals Through InclusionStrategies to Support Successful Inclusion
Article 1:
Test, D.W., Richter, S.M., White, J., Mazzotti, V., Walker, A.R., Kohler, P., & Kortering. (2009).
Evidence-Based Practices in Secondary Transition. Career Development for Exceptional
Individuals, 32(2), 115-128
Having read the results of a literature review conducted to identify evidence-based practices in secondary transition using quality indicator checklists for experimental research, two out of the thirty-two practices that will be helpful for my fifth grade students as they plan for middle school are:
- Teaching parents and families about transition
Level of Evidence: A moderate level of evidence based on 1 high-quality group experimental study) Current Evidence: Boone (1992) Equipping parents and families about transitioning to middle school will provide a strong foundation for the goals that the student would need to ultimately achieve when they become adults.- Involving students in Individualized Education Program (IEP) meetings
Level of Evidence: A moderate level of evidenced based on 1 acceptable-quality systematic literature review of 16 studies. Current Evidence: Test, Mason, Hughes, Konrad, Neale, & Wood (2004). I believe that involving students in their IEP meetings and in the creation of their goals as early as possible can begin them on the path of self-determination. It will also give them a sense of responsibility for the direction of their learning as they transition to middle school where more independence will be required of them.Article 2:
Bassett, D., & Kochhar-Bryant, C. (2006). Strategies for aligning standards-based education and
transition. Focus on Exceptional Children, 39(2), pp. 1-19
- As this school year closes and as I think about how to more effectively direct my classes next year, Steven Covey (2004), author of best-selling book, ‘The Seven Habits of Highly Effective People,’ reminded me to “Begin with the end in mind.” This is useful because when I apply the statement to transition, the IEP team, along with the student can conduct a careful backward design and planning process with the specific eye on the final outcome- postsecondary goal.
- I would also like to focus on the four most fundamental skills or knowledge that students can generalize in a variety of adult situations:
1. The ability to assess themselves, including their skills and abilities, and needs associated with their disability;2. Awareness of the accommodations they need;
3. Knowledge of their legal rights to these accommodations;
4. Self-advocacy skills necessary to express their needs in educational, work, and community settings.
Honing on these skills is useful because students who take responsibility for planning their transitions and are engaged in self-determination activities early in secondary school have been shown to take more responsibility for their lives after school (Levine, Marder. & Wagner, 2004)
Article 3:
Ryan, J.B., Hughes, E.M., Katsiyannis, A., McDaniel, M., and Sprinkle, C. (2011). Research-Based educational practices for students with autism spectrum disorders. TEACHING Exceptional Children, 43(3), 56-64.